Building Students’ Independence and Preparedness for the Future

Daily hygiene, cleaning up after ourselves, and taking care of our spaces are tasks that we may not all enjoy, but they are ones most of us complete automatically without much thought. For many students, however, these skills are not yet automatic and require explicit teaching and practice.

These skills are known as activities of daily living, or ADLs. ADLs are more than everyday tasks: For students with autism and other needs, these are essential skills that help them care for themselves, navigate daily environments, and build independence. As a special education teacher, I incorporate ADL instruction into the school day to help my students build independence, protect their dignity, and prepare for high school and beyond.

Why ADLs Can’t Be Deferred

When ADLs are not taught, students often become dependent on adult prompts, and unmet ADL needs can surface as negative behavior. A student who seems to be oppositional during work time may not know how to initiate a task or ask for help, and a student who escalates during transitions may lack a predictable routine or be unable to self-advocate.

In middle school, students are expected to manage materials, transition with less prompting, be more aware of their bodies, and demonstrate independence. If ADL skills are not taught during this time frame, students may continually build negative behaviors and a sense of learned helplessness.

By explicitly teaching these skills in middle school, we help students build independence before they transition to high school and begin formal transition planning for adulthood.

What ADLs Look Like in Middle School Classrooms

In my middle school special education classroom, ADLs are very real, very necessary, and very appropriate. ADLs fall into two categories: basic ADLs, which focus on hygiene, eating, toileting, and even dressing; and instrumental ADLs, which include organization, transitions, cleanup, and routines.

Basic ADLs are essential skills for self-care. We weave these skills into daily routines in ways that respect students’ growth toward independence. For example, after lunch, each student has a routine: Trash goes in the correct bin, lunchboxes get packed up, and then they head back to class. Another example is hygiene routines that happen throughout the day.

Practice occurs when students are washing their hands after using the bathroom or before mealtimes. They follow a step-by-step routine that includes not only turning on the water, but also regulating the temperature so that it is not too hot or too cold, getting enough soap for a nice lather, scrubbing for those 20 seconds (if needed, they can sing “Happy Birthday” or even the ABCs if preferred), rinsing, and drying their hands. Moments like these are natural opportunities for students to gain independence in personal care.

Instrumental ADLs are the skills that enable my students to take ownership of their classroom environment. We work on transitions that flow smoothly and routines to create a clean, enjoyable environment. In my classroom, students wash dishes, sweep the floor, and wipe tables and chairs. This not only maintains cleanliness but also creates a sense of ownership over the classroom environment.

These activities aren’t just classroom housekeeping tasks; they are key steps to building real-world skills.

So yes, while they might seem like daily chores or another item on the never-ending list we teachers have, these tasks are quietly crafting capable individuals ready to tackle more than just their school day; they’re gearing up for life itself.

Embedding ADLs Into the School Day

There is sometimes a misconception that a block of the school day needs to be dedicated to ADL skills. That is not true, and in middle school, it is simply unrealistic. In fact, ADLs can be embedded into the day. Here’s what this looks like in practice:

Arrival time is prime instruction time. Instead of having staff unpack students' backpacks, staff can support the students in creating a consistent routine. If needed, a visual can be included to provide additional support.

For some students, you can create a self-care checklist to help support them during their hygiene routine. These checklists can be posted in the classroom or bathroom, projected on the board in the morning, or even placed on a student’s desk so that they are easily accessible.

In addition to checklists, a visual schedule for the day can help a student see what is next and reduce anxiety about the day ahead. This also supports ADLs by helping students learn to follow everyday routines, such as unpacking, completing a hygiene routine, participating in class, and packing up at the end of the day. Having these steps laid out visually can help students better understand and identify responsibilities, so they can become more independent.

Students can also practice the ADL skills of advocating for themselves and asking for help throughout the day. Students who use augmentative and alternative communication (AAC) devices use them independently as often as possible in my classroom to ask for missing items or help when they are struggling with a task. By doing this independently, students improve their self-efficacy and confidence to communicate. We do this by modeling for students when using their AAC devices during everyday classroom routines. This includes asking for a snack, a break, or even help.

These opportunities help increase functional communication skills in real-life stations, which they will carry with them for the rest of their lives. Over time, students will begin to recognize when they need assistance and independently initiate communication rather than relying on an adult to step in or do it for them.

By teaching ADL skills in middle school, teachers can support their student’s independence, dignity, and long-term success.